History Curriculum Intent
At Royal Rise Primary School all children, including SEN and Disadvantaged learn the following concepts and themes through studying different periods of History throughout the school:-
- Cause and effect
- Continuity and change
- Empire and Legacy
- Invasion and settlement
- Comparison and contrast
- Exploration of historical questions becoming progressively more complex
- Evaluating so as to inform opinions
- Primary and secondary sources and artefacts
- Articulation of a narrative of the period being studied
- Build a knowledge of a broad timeline from ancient times to present day
By connecting our British Values through the teaching of History, we explore issues that affect us all in our lives and this helps inform decisions that will shape our future e.g Did the Vikings show tolerance and respect when they invaded the Monastery and attacked the monks?
History follows on from Geography as it makes links between the geography learning, which helps to secure the location within History.
We want pupils to be able to articulate a narrative about the historical periods they study. We want them to give opinions about the periods they have studied by comparing and contrasting them with other historical periods they have learned about. We want them to accurately articulate their thoughts and opinions through the proactive acquisition of technical and non-technical vocabulary.
This is achieved by:
We study History by starting with something that is real to the children. We have previously studied Tonbridge in Geography, so we make connections by looking at Tonbridge Castle in History. We start by discussing and comparing their own homelife and what is in their homes e.g. a television; different bedrooms; plumbing. We move from this to a visit to the castle and they look at similarities and differences between what home life was like in the Norman era.
We expand their historical understanding further by taking them back in time to a civilisation e.g Egyptians. We explain how we find out about the past even though we were not alive then by using primary and secondary sources. We are introduced to simple investigative questions e.g. How can we find out about what the Egyptians ate?
We expand the use of primary and secondary sources this further by looking within the Roman Era where we are taught to sequence significant events and look at the cause and effect of the Roman invasion and occupation of Britain. We build on this by continuing to look at different primary sources, secondary sources and artefacts and how these impact on our lives today e.g. roads.
We move onto the Vikings, where children use their understanding from the Romans in Year 3 and begin to understand that we can draw our own conclusions. We sequence events within the Viking era and they can give substantiated and focused responses in response to the usefulness and reliability of different sources e.g. if you only look at what the monks had written, you’d see them as villains.
We use the connections from Years 3 and 4 to explore a significant historical event in depth eg. The Great fire of London. We use a range of different sources to draw conclusions and validate their opinions.
We gain the understanding of significant events is explored further through our immediate area. We explore the impact the Industrial Revolution had on the local area, Royal Tunbridge Wells. We evaluate sources independently, using and applying historical enquiry skills learned over the previous years to explain developments in the local area and their impact on our lives today.